Presented byLancashire Leading Literacy Teachers

Box of Delights!Box of Delights!

AimAim

To explore some of the interactive strategies and techniques suggested in the teaching approaches of the renewed framework.

Where does this fit in?Where does this fit in?

"Excellent teaching gives children the life chances they deserve... Enjoyment is the birthright of every child. But the most powerful mix is the one that brings the two together. Children learn better when they are excited and engaged - but what excites and engages them best is truly excellent teaching.“

Excellence and enjoyment: a strategy for primary schools, May 2003

The Renewed FrameworkThe Renewed Framework

‘The aim of the Primary Framework for literacy and mathematics is to support and increase all children's access to excellent teaching, leading to exciting and successful learning.’

Introduction to the Renewed Framework

2007

Learning StylesLearning Styles• Visual Learners 29% -

remember images, shapes and colours

• Auditory Learners 34% - remember voices, sounds and music

• Kinaesthetic 37% - remember by doing, moving and touching

Interactive techniquesInteractive techniques• The whole class session should be

interactive, with a balance of contributions from teacher and pupils;

• Interactive techniques should serve and not detract from from the objective;

• Model the technique a number of times before you expect the children to use it effectively;

‘Timothy Winters’By Charles Causley

1917 - 2003

Role on the wallRole on the wall

Draw an outline of Timothy Winters

• Note facts about him around the outside.• Note feelings and opinions about him on the

inside.

VisualisationVisualisation

• Listen again to the description of Timothy Winters.

• Visualise • Describe your image

to a partner

RainbowingRainbowing

Group task:• Briefly share your image of Timothy Winters

RainbowingRainbowingMove to colour groups.

Red – eyes Yellow –teeth

Orange – ears Green – hair

• Look closely at the text – every word. • Discuss the images created, looking for

multiple layers of meaning wherever possible.• Use author intent prompts to support

response.

RainbowingRainbowing

• Move back to your original group

• Feed back any new ideas to the group

• On a slip of paper, draw the facial feature you have discussed with your colour group.

• Arrange the slips on the outline of the face to create an identikit picture.

Zone of relevanceZone of relevance

• Choose the most appropriate words and phrases to describe Timothy Winters and place them in the centre of the zones of relevance board.

• Highlight and annotate words and phrases in the poem that support these opinions.

Interior monologueInterior monologue

‘The Welfare worker lies awake’

• Imagine the Welfare Worker has made their first visit to the Winters’ household earlier in the day.

• What thoughts are now running through his or her mind?

Crystal ballCrystal ball

Where will Timothy Winters be 10, 20, 30 years from now?

Mind mappingMind mapping

A mind map is a good way of organising and reviewing information. It is made up of words, colours, lines and pictures.

What information do we have about Timothy Winters?

How could this information be categorised?

‘‘Reading’ picturesReading’ pictures

‘‘Reading’ picturesReading’ pictures

‘‘Reading’ picturesReading’ pictures

‘‘Reading’ picturesReading’ pictures

‘‘Reading’ picturesReading’ pictures

Drama techniques• Generate questions using the

question hand• Hot-seating• Freeze frame the events

leading up to the photograph being taken.

• Role play the conversation between the child and a police officer

Moving ImagesMoving Images

Film clip ‘At the library’

Focus boxesFocus boxes

• Watch the film • Focus boxes

Likes Dislikes

Questions

Focus boxesFocus boxes

• Watch the film again, focusing on either the boy or the librarian.

• Note your observations of them, e.g. appearance, behaviour, language etc

• Share your observations with a partner.

The boy The librarian

Useful ResourcesUseful Resources

• Poems, including recorded readings www.poetryarchive.co.uk• Developing reading comprehension leaflets (Ref: DfES 1310-

2005, DfES 1311-2005 and DfES 1312-2005)• Speaking and listening posters (Ref: DfES 0624-2003)• Look again! A teaching guide to using film and television with

three to eleven year olds – bfi Education (2003) ISBN: 1 – 903786 – 11 – 8

• Mind Maps for kids - Tony Buzan ISBN: 0-00-715133-0• Creative Activities for Plot, Character and Setting – Teresa

Grainger, Kathy Goouch, Andrew Lambirth– Ages 5-7 ISBN 0-439-97111-X– Ages 7-9 ISBN 0-439-97112-6– AGES 9-11 ISBN 0-439-97113-6

That’s all folks!That’s all folks!